Languages and Theories of Learning Lotus Diagram: Languages and Theories of Learning
This Lotus Diagram represents a contemporary view of second language learning. Each sub-topic is interrelated. A socio-cultural constructivist view of learning underpins contemporary pedagogies and assessment.
In relation to the Australian Curriculum, Intercultural Understanding has been recognised as a General Capability because it responds to the imperative for all young Australians to become responsible local and global citizens, equipped through their education for living and working successfully in the globalised and interconnected world of the 21st century. The development of intercultural understandings and capabilities is a central aim of learning languages. General Capabilities: Intercultural UnderstandingDraft Shape of the Australian Curriculum: Languages
"Intercultural language learning involves developing with learners an understanding of their own language(s) and culture(s) in relation to an additional language and culture. It is a dialogue that allows for reaching a common ground for negotiation to take place, and where variable points of view are recognised, mediated, and accepted.
Learners engaged in intercultural language learning develop a reflective stance towards language and culture, both specifically as instances of first, second, and additional languages and cultures, and generally as understandings of the variable ways in which language and culture exist in the world. "
Liddicoat, Papademetre, Scarino & Kohler (2003) Report on Intercultural Language Learning
Lotus Diagram: Languages and Theories of Learning
This Lotus Diagram represents a contemporary view of second language learning. Each sub-topic is interrelated. A socio-cultural constructivist view of learning underpins contemporary pedagogies and assessment.
In relation to the Australian Curriculum, Intercultural Understanding has been recognised as a General Capability because it responds to the imperative for all young Australians to become responsible local and global citizens, equipped through their education for living and working successfully in the globalised and interconnected world of the 21st century. The development of intercultural understandings and capabilities is a central aim of learning languages.
General Capabilities: Intercultural Understanding Draft Shape of the Australian Curriculum: Languages
"Intercultural language learning involves developing with learners an understanding of their own language(s) and culture(s) in relation to an additional language and culture. It is a dialogue that allows for reaching a common ground for negotiation to take place, and where variable points of view are recognised, mediated, and accepted.
Learners engaged in intercultural language learning develop a reflective stance towards language and culture, both specifically as instances of first, second, and additional languages and cultures, and generally as understandings of the variable ways in which language and culture exist in the world. "
Liddicoat, Papademetre, Scarino & Kohler (2003) Report on Intercultural Language Learning
LANGUAGE
Halliday, Towards a Language-Based Theory of Learning (1993)
Teaching and Learning Languages: A Guide (TLLG), Scarino & Liddicoat (2009)
ASSESSMENT
Assessment for Learning - Jill Willis
Assessing (TLLG, Chapter 5)
SOCIO-CULTURAL CONSTRUCTIVISM
Sociocultural Theory and Second Language Learning
What is inquiry based learning?
The Inquiry Based Learning Model
INTERCULTURAL LANGUAGE LEARNING & CAPABILITIES
Language, Culture and Learning (TLLG, Chapter 2)
How can research on the brain inform education?